A Study of Teacher Perceptions of their Professional Identity, Student Motivation and Pertinent Learning Contents
PART IV: Conclusions
Throughout this book I have examined the interplay of diverse aspects of Eng- lish learning and teaching in Chile: cultural, social and personal identities of learners and teachers in a socio-economically and culturally heterogeneous country; teachers’ professional identities in a school system which suffers from blatant social inequalities; Ministry of Education-defined linguistic, cultural and cross-curricular learning objectives for English as a school subject; cultural text- book contents and ICT resources; student motivation in general, and more spe- cifically motivation to acquire the language; finally, teachers’ curricular deci- sion-making, as based on their beliefs and experiences. It is now time for me to draw final conclusions from the analyses presented above. As these conclusions have a range of implications, they are divided into recommendations for further research, for educational and curricular policies, for materials development, and for teacher training. 327 11. 21st Century Proposals for Motivation and Empowerment in the Teaching and Learning of English in Latin America 11.1 Proposals for Further Research As all research projects have their limitations in terms of time and available re- sources, there are several aspects that, in my opinion, did not receive sufficient attention within this investigation. In order to make the picture presented here more complete, I believe that there are certain points that could be covered in subsequent projects. First of all, as one of the central points here is related to intercultural educa- tion, one further line of research could focus on the perspective of teachers who work in those schools...
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